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Activity: Each student will toss a coin 20 times and record how many times it lands on heads and tails. Use fractions, decimals, or percentages to show the results (e.g., 8/20, 0.4, or 40% heads).

Discuss: Was the result what you expected? Why do you think we got these results?

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Make a list of 5 MTR lines (e.g., Island Line, Kwun Tong Line, Tseung Kwan O Line, Tung Chung Line, Disneyland Resort Line). Put their names in a bag. Each student picks a line without looking. What is the probability (as a fraction, decimal, and percentage) of picking each line?

Extension: Add more lines to see how probabilities change.

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Objective: Design spinners to illustrate the probability of outcomes ranging from 0 to 1.

Instructions:

1. Use a compass to draw circles in your notebook. Each circle will represent a spinner.

2. Fill in the probabilities for each spinner as indicated below.

3. Colour each section according to the probability you choose, ensuring the proportions reflect the given probabilities.

Spinner Designs

1. The probability of spinning pink is 0.50.

Draw a circle and divide it to represent this probability.

2. The probability of spinning brown is 0.25.

Draw another circle and divide it accordingly.

3. The probability of spinning purple is 0.75.

Draw a circle and illustrate this probability.

4. The probability of spinning black is 0.60.

Create a spinner for this probability.

5. The probability of spinning blue is 0.80.

Draw a circle and represent this probability.

6. The probability of spinning green is 0.40.

Design a spinner for this probability.

7. The probability of spinning orange is 0.30.

Draw a circle and illustrate this spinner.

8. The probability of spinning red is 0.20.

Create a final spinner for this probability.

Reflection:
After completing your designs, discuss with a partner how the different probabilities affect the size of each section of your spinner.

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Question:

Imagine you have a bag filled with:

8 red marbles

7 blue marbles

5 green marbles

If you reach into the bag without looking and pull out one marble, what do you think the chances are of picking a red marble?

Find the Total:

Add up all the marbles to find the total number:

Total = 8 (red) + 7 (blue) + 5 (green) = ___

Calculate the Probability:

To find the probability of picking a red marble, use this formula:

Probability of red = (Number of red marbles) ÷ (Total number of marbles)

Fill in the numbers you have:

Probability of red = 8 ÷ ___

Explore Different Scenarios:

What if you added 3 more green marbles to the bag?

How would that change the total and the probability of picking a red marble?

Write down your calculations for this new scenario.

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Challenge: Use a calculator to solve multi-step problems. Example: 1. Solve the expressions 248 + (89 × 3) and 732 ÷ (21 - 3). 2. Check your answers by doing the calculations manually.

Discuss: How does using a calculator help in solving complex problems effectively?

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Activity: Divide the class into teams. Each team solves a series of multi-step calculations using a calculator. The first team to finish with all correct answers wins.

Questions can include: (150 - 45 + 30) × 2 = ?, 420 ÷ 7 + 60 = ?, etc.

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Task: Plan a shopping trip using online prices. Use a calculator to add up the items and calculate the total cost including a 12% sales tax.

Reflection: Was it easier to calculate the total with a calculator? Why or why not?

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Game: Create a series of questions where students use calculators to match the answers with different multi-step problems.

Example: Calculate the total price: $23.45 + $5.99 + $12.50 and match it with the correct solution from options provided.

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LO: I can use a calculator to solve problems involving multi-step calculations (6MNA3)

Multiply multi-digit numbers up to 4 digits by a 2 digit whole number using formal long multiplication (6MNA6)

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Instructions:

Look at the weather data for Hong Kong from April 23 to May 1. The data includes:

Dates

Temperature (in °C)

Weather conditions (e.g., sunny, cloudy, rainy)

Precipitation percentages

Instructions:

1. Create a Line Graph:

In your books, create a line graph

Plot the temperature on the vertical axis (y-axis) and the dates on the horizontal axis (x-axis).

Connect the points to show temperature changes over the week.

2. Optional: Precipitation Graph:

You can also create a bar graph to represent the precipitation percentages for each day.